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Weak link in mother-tongue lessons
Lower achievements in English among students
studying in the Chinese medium are a major hurdle to their meeting the
basic requirements to university entry in Hong Kong, a study has found.
In the third stage of research in a seven-year long undertaking,
Chinese University of Hong Kong found that students learning in Chinese
had lower success rates in the Hong Kong Certificate of Education
Examination, including Chinese and English, as well as Advanced Level
exams, including Chinese language and culture, and use of English,
compared with students studying in the English medium of instruction.
The study by the the university's faculty of education was conducted by
Tsang Wing-kwong, professor in educational administration and policy.
The performances of two groups of students who began secondary
education in 1998-1999 and 1999-2000 was tracked through to their
progression to A-levels. The students were from 100 schools.
Each group had "about 15,000 students sitting for the 2002 and
2003 HKCEE and about 5,000 students participating in the subsequent 2004
and 2005 HKALEs."
The study followed the implementation of the mother tongue education
policy.
In 1998, the Education Bureau introduced a policy to promote mother-
tongue teaching, noting studies have shown that teaching in a student's
native language help them to "better understand what is taught,
analyze problems, express views, develop an enquiring mind and cultivate
critical thinking. Students can also have more time to concentrate on the
learning of English."
On the other hand, the policy discourages the use of a mixture of
Chinese and English in teaching and learning.
The policy aims to nurture biliteracy, that is proficiency in written
Chinese and English, and trilingualism in students so they can be fluent
in Cantonese, Putonghua and English.
It was first recommended in a 1984 Education Commission Report and was
adopted by schools in 1998.
In the Chinese University study, students' chances of success were
measured based on five criteria: obtaining five passes (E grades) or above
in the HKCEE, including Chinese and English languages (Syllabus A or B);
obtaining eight grade points or more in the HKCEE, including E grades in
both Chinese and English languages (Syllabus A or B); obtaining 14 grade
points or more in the HKCEE, including E grades in both Chinese and
English languages (Syllabus A or B); meeting the minimum entry
requirements of seven of the eight local universities participating in the
Joint University Programmes Admissions System, ie obtaining passes in two
A-level subjects or one A-level and two Advanced Supplementary Level
subjects in HKALE, and E grades in Chinese language and culture and use of
English, as well as meeting the minimum entry requirements of the
University of Hong Kong as specified in JUPAS (D grade or above in use of
English).
The study also considered the overall achievement score designated to
each primary-school leaver for the Secondary School Places Allocation
system; the socioeconomic status of their families, gender, as well as the
average academic achievement scores in their schools.
The university says the findings show that success rates of students
studying in Chinese "in passing the five thresholds were
significantly lower than that of their counterparts in the English medium
of instruction stream."
According to the study's author, further streaming of Chinese medium of
instruction students into English or Chinese-concentrated streams also
produced significant negative effects on the Chinese-medium students'
chances of success in educational achievements in the HKCEE and HKALE
exams.
Following a recent symposium, Secretary for Education Michael Suen
Ming-yeung, who had earlier indicated a willingness for flexibility in the
mother-tongue education policy, remarked that he believes "the broad
direction of the existing policy is correct. There is no need to change
that. Basically, we feel that the standard of English being taught in
schools and the results of examinations can be further improved. That
would be the main direction we are heading and that is what the
fine-tuning is all about."
Late last month, while reiterating the administration's determination
to continue mother-tongue instruction, the Education Bureau noted that
"some adjustments" would be made to "allow a certain degree
of flexibility for schools to enhance students' exposure to English." 2008-04-26 |
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